C Block Criminology - This week I want you to consider being a critical viewer of crime media. I will show you four US crime serials in class: Lie to Me, the Mentalist, Elementary, and Person of Interest. I want you to examine these shows thinking about messages they deliver about detective "experts" and what these shows say about the public's view of modern police forces. What do these four media products reveal about crime and society?
Today we'll watch an episode of Lie to Me, called "Moral Waiver". Inspired by real-life behavioral scientist Dr. Paul Ekman, this drama tells the tale of a deception expert who helps uncover the truth for the FBI, local police, law firms, corporations, and individuals. Dr. Cal Lightman and his team are effectively human polygraph machines, and no truth can be concealed from them. So, in this episode Dr. Cal Lightman and Ria Torres investigate the case of a female soldier who claims to be the victim of sexual assault by her commanding officer. At the same time, Dr. Gillian Foster and Eli Loker work on the case of a college basketball player who is accused of accepting a bribe from his university. In both cases the Lightman group employees are experts who are hired by authority figures (the US Army or a University Ombudsman) to do the work that they themselves can't quite get done...see if you can notice any tropes/themes here. The crime drama genre is recognisable to an audience by
having a set of shared characteristics or conventions (sometimes called a "trope" or sometimes called a ‘repertoire of elements’). These include characters, iconography, narrative,
technical and audio codes and representations. Please consider:
• the ways in which the media re-present (rather than simply present) the world, and construct versions of reality
• the choices media producers make about how to represent particular events, social groups and ideas
• the ways aspects of reality may be represented differently depending on the purposes of the producers
• the different functions and uses of stereotypes, including an understanding of how stereotypes become established, how they may vary over time, and how stereotypes enable audiences to interpret media quickly
• how and why particular social groups may be under-represented or misrepresented
• how representations (including self-representations) convey particular viewpoints, messages, values and beliefs, which may be reinforced across a wide range of media products
• the social, cultural and political significance of particular representations in terms of the themes or issues that they address
• how representations reflect the social, historical and cultural contexts in which they were produced
D Block Law - Exam day...Multiple Selection, True/False, Matching, and Case Study/Problem Solving. If you came prepared, I am certain that you will have done well...No problems! You've shown me that you can think like a lawyer so I have no doubt that you'll succeed on the test.
1. Give a definition and an explanation of how it is produced
2. Provide three examples of how the source is used (globally)
3. Detail three advantages and three disadvantages of using the source
4. Assess the potential for developing that source of energy here in BC
5. Choose the best option out of the ones they listed to develop here in BC (think cost to make and transmit and return on investment)…
You will have this week to finish this...no extra time right? Remember you must look at all five renewables and provide sound reasoning as to why you believe their top choice should be chosen as an energy project here in BC, Look at yesterday's blog post for links...and in your Geosystems textbook:
Solar pages 109-111
Wind pages 170-171
Geothermal pages 363-365
Tidal pages 523-524
B Block Human Geography - The Geo-Inquiry Process forced you to ask geographic questions, collect geospatial data, and then visualize that data in order to create a compelling story that drives an action. It provided a systematic way to investigate and understand the world through the patterns, processes, and interactions between human and natural systems, take action on issues you identify, and make a difference in our own community. So you're telling a story...a story of research and discovery to "judges" next week. So, when you interact with the people who are coming to see you think about what you want to say and how you want to say it. What's your question and why was it important to you. That's a good start.
Start with a bang. The first part of your Geo-Inquiry Story will be the most memorable so open with something special, not an overview of what they will see. Start by grabbing the audience’s attention with a colorful anecdote, amazing fact, or pivotal moment.
Facts & data. Find ways to make facts and data easy to understand. Use analogies, metaphors, and comparisons to simplify. Using this technique allows you to take a complex or unfamiliar concept and make it relate-able. It is also useful to talk about scale without measurements (as big as a 747, as small as a coin).
Clarity. Do not muddle the message with extra information. Generally, editing out extra information that you may have worked hard on is the most important piece of work. Does the Geo-Inquiry Story tell the story of the journey that the team took? Is the Geo-Inquiry Story clear, concise, and easy to follow?
Ending. The ending of a Geo-Inquiry Story should be a call to action or the results of a call to action that has taken place
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